Back ground to this section

During the course of November, 2010 representatives of the Teaching & Learning Steering Group made contact and met with the Project Manager and Administrator of the SIF2 funded TIC - Trinity Inclusive Curriculum Initiative - The expressed interest was to explore areas of possible collaboration for the enhancement of the key evaluation tool that has so far been produced, and to gain permission to use the tool locally when it is fit for local purpose.

What is Inclusive Curriculum?

Inclusive Curriculum responds to the varied needs of a diverse student population, where students come from differing social and cultural backgrounds.

Inclusive curriculum aims to break down barriers to learning by providing a range of teaching and assessment methods, thus allowing all students to work to their strengths.

Clear communication and flexibility are central to inclusive teaching and assessment practices. Inclusive Curriculum involves:
  • Representation: using clear, flexible and varied sources of information,
  • Engagement: using clear, flexible and varied teaching methods, and
  • Expression: using clear, flexible and varied modes of assessment.

There are Five Principles of Inclusive Curriculum ( Download : PDF, 56 kB | MS Word, 137 kB )

Through this, all students, particularly those from **non-traditional backgrounds**, can participate more fully in academic life.

[Source: TIC - Trinity Inclusive Curriculum - Read more about the TIC initiative

A good practice model to review how the TIC evaluation tool can be applied and used is - 'Evaluating Your Reading List'

When compiling your reading lists it is good practice to liase with the library.

The following good practice is once again sourced from the TIC initiative

For all academic staff:

  • Notify the library of the following:
    • Additions and deletions to reading lists,
    • New editions of current texts.
    • The introduction and termination of programmes / modules.

  • When forwarding reading lists for the library:
    • Clearly mark key texts,

  • Highlight amendments (including additions, deletions, new editions etc.)

  • When requesting new books from the library include the following:
    • Purpose (e.g. personal use, suggested reading, module key text)
    • Number and level (undergraduate/postgraduate) of students who will use this book,
    • Semester in which module will be taught,
    • Full publishing details (including cost if known).

  • If using Blackboard it is useful to allow access by a nominated member of the library staff to your course area in the VLE.

For programme handbook creators:

  • Put the contact details of nominated librarian support for your course into your programme handbooks for students.
  • Send a copy of your handbook to your nominated librarian support.

The Trinity Inclusive Curriculum (TIC) online self-evaluation tool is now available from

This tool, created following extensive pilots with academic staff, provides the opportunity for staff involved in teaching and assessment to self-evaluate the inclusivity of their programmes, modules or individual teaching and assessment practices.

The tool, which is open for use by staff across all HEIs, comprises of a tick box questionnaire divided into thematic sections (e.g. teaching, assessment, accessible information etc.). Following completion of the tool users receive a report of suggested future actions.

Click here to try a sample segment from the tool.

More information on the TIC strategy.

For further information please contact the TIC Development Officer at